Promoting Metacognitive Strategies to aid Clinical Reasoning Skills: A Case Study in Athletic Therapy/Training.

Metacognition for Clinical Reasoning in Athletic Therapy

Abstract

Clinical reasoning is central to effective healthcare practice and involves complex cognitive processes. In Athletic Therapy/Training, clinicians must make informed decisions across a wide range of domains, including assessment, rehabilitation, emergency care, and prevention. Metacognition, thinking about one’s own thinking, is a critical yet often overlooked component that supports clinical reasoning by enabling learners to reflect on, regulate, and evaluate their knowledge and decision-making processes. This short communication highlights the essential role of metacognition in the development of clinical expertise and proposes practical, evidence-informed strategies that educators can integrate into teaching. By embedding explicit metacognitive instruction within the curriculum, educators can enhance students’ ability to think critically, recognize knowledge gaps, and improve clinical performance. Promoting metacognitive awareness in Athletic Therapy/Training will ultimately foster deeper learning, stronger clinical reasoning, and a foundation for lifelong learning.